Designing an evidence-based interdisciplinary curriculum in science: the case of the new master in materiomics

Abstract

In 2022-2023, the Master of Materiomics starts at the Faculty of Sciences (Hasselt University, Belgium) aimed at students who want to develop sustainable and innovative materials at the intersection of chemistry and physics and using both theoretical/computational and experimental approaches. From the first design of the new master, it was clear that an interdisciplinary approach had to be the backbone to be able to address increasingly complex materials-related societal issues. Interdisciplinarity is the distinguishing factor and strength of the master, in which students are trained to build bridges between chemistry and physics, between experimental and theoretical/computational methods. Interdisciplinarity is hereby introduced gradually throughout the curriculum, building on the four learning mechanisms from boundary crossing theory (Kluijtmans, 2019, based on Akkerman & Bakker, 2011): identification, coordination, reflection and transformation. Students are gradually introduced to different perspectives and approaches, starting by making connections between different perspectives, then synthesizing them (e.g. through assignments, group work...), and finally applying all this to new, complex material problems (e.g. through a hands-on project, internship and the master's thesis). To maximize the implementation of the interdisciplinary learning line and the development of interdisciplinary competences in students, we work with a learning portfolio (discussed three times a year with a professor of the master). In addition, however, we want to fully commit to evidence-based for faculty and students regarding interdisciplinarity and the associated competence development. In the development phase of the curriculum, this involved the development of a clear vision of interdisciplinarity and the description of the learning line throughout the curriculum. In addition, several professionalization sessions on interdisciplinary teaching and evaluation have already taken place for the professors involved. The next step, the implementation phase, includes: - Supporting implementation through practice-based research (including a literature review) and feedback from students and teachers - Teacher professionalization and exchange of good practices on the subject (within and outside the program) - Facilitating interdisciplinary teacher teams, development of interdisciplinary courses and methodologies (e.g., applying design thinking (Melles, 2020) and the STEMOOV model, see https://stemoov.weebly.com/; workshops that support the four boundary crossing learning mechanisms; Oonk, Gulikers, den Brok, & Mulder, 2022), tools related to the evaluation of interdisciplinary competences (Gulikers & Oonk, 2019), ... Once the new master has started, the effect of the above actions will be monitored. During the poster session an update/feedforward will be given.